CLASSROOM ACTION RESEARCH in ACTION

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Muhammadiyah University of Jakarta study Classroom Action Research (CAR) after they .... Teaching English as Foreign Language (COTEFL) — By: Khristianto ...


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CLASSROOM ACTION RESEARCH in ACTION By: Zaitun ([email protected]) Lidiyatul Izzah ([email protected]) Muhammadiyah University of Jakarta ABSTRACT – In English study program of Faculty of Eduational Sciences, Muhammadiyah University of Jakarta, Indonesia, the students are prepared to become English teachers in secondary levels. One of compulsory subejcts offered to the students is classroom action research. This subject can be taken by the students after they have passed educational research methodology subject. In her preliminary study, the writer found that almost all students were confused to understand this kind of small research. In light of this, the main objective of this study is to explore students’ understanding of classroom action research discussion through classroom action research studies of others. An action study was conducted in order to see how effective these paper reports in helping students to get the main ideas of what classroom action research is. Total number of 11 students registered in the third semester of this bachelor degree participated in this study. The data were collected through two cycles in which in each cycle each student was asked to present other’s classroom action research paper and focused on its background, research method and research findings. The results showed an awesome impacts in which on the first cycle, 50% of the students were able to explain the whole concepts of what classroom action research is and on the second cycle, 85% students were excellent in explaining the details. In addition, since the students totally presented two different papers of others, they were also able to compare and explain the weaknesses and the strenghs of any paper presented in an interesting discussion. In sum, the result of this action research exceeded the target of the writer to improve the students’ achievement in this subject up to 80%. Keywords: action research, classroom action research, research papers INTRODUCTION It is stated on the Constitution of National Eduaction No. 14/2003 that: “Teacher is a professional educator in which his/her main duties are to educate, teach, supervise, guide, train, assess, and evaluate his/her students in formal early childhood education, basic education, and secondary education.This statement shows that teacher is the main actor in the process of teaching and learning. Besides teaching, teacher should be able to assess and evaluate whether his/her teaching has already reached the objectives. One of the ways to do once the teacher finds problem in his/her class is to do a classroom action research. As Lodico states, action research aims to enact immediate changes in an educational setting. It has the potential to produce change quickly because the research is carried ot by educators in their own work settings (Lodico, Spaulding, & Voegtle, 2010). Pre-service students of English study program, Faculty of Educational Sciences, Muhammadiyah University of Jakarta study Classroom Action Research (CAR) after they have taken Educational Research Methodology subject. This subject is taught in 3-credits teaching hours to 6th semester students. It is expected that the students who are going to ISBN: 978-602-1222-40-9 Ó Faculty of Letters, University Muhammadiyah Purwokerto 16-17 May 2015-Proceeding of the 7th International Conference on Teaching English as Foreign Language (COTEFL) : Questioning What Works Best: Implementing Pedagogic Innovation for Creating Teacher & Learner Autonomy in TEFL







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be a teacher will have good knowledge related to this subject both theoretically and practically. Unfortunately, what the writer found was beyond her expectation in which 11 students of this class were still confused about what classroom action research is. Further, they did not know what steps they needed to do in doing a classroom action research. Based on this case, the writer decided to do a classroom action research in order to explore students’ understanding of the subject through classroom action research of others. The title of her study is: Classroom Action Research in Action. It is expected that by reading, analyzing and presenting the study of others’ classroom action research, the students will get the main idea of what a teacher should do in this research. Action Research Mills (2000) in Linn defines action research as any systematic inquiry conducted by teacher researchers, principals, school counselors or other stakeholders in the teaching/learning environment, to gather information about the ways that their particular schools operate, how they teach, and how well students learn (Linn, 2003). While Reason and Bradburry give a description of action research as a living inquiry that links practice and ideas and creates collaborative learnimg communities to facilitate ongoing renewal of education. So, by having a classroom action research, a teacher as the researcher are trying to change and improve educational processes and outcomes (Reason & Bradbury, 2005) . Wallace (1998) cited in Mackey and Gass maintained that action research is basically a way of reflecting on teacher’s teaching ... by systematically collecting data on his/her everyday practice and analyzing it in order to come to some decisions about what his/her practice should be (Mackey & Gass, 2013). Classroom Action Research Kemmis and McTaggart define a classroom action research as a form of collective self-reflective inquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of these practices and the situations in which these practices are carried out (Kemmis, McTaggart, & Nixon, 2013). Classroom Action Research is a method of finding out what works best in teacher’s own classroom so that he/she can improve student learning. There are many ways to improve knowledge about teaching. Many teachers practice personal reflection on teaching, others conduct formal empirical studies on teaching and learning. Classroom Action Research is more systematic than personal reflection but it is more informal and personal than formal educational research (Mettetal, 2000)

ISBN: 978-602-1222-40-9 Ó Faculty of Letters, University Muhammadiyah Purwokerto 16-17 May 2015-Proceeding of the 7th International Conference on Teaching English as Foreign Language (COTEFL) : Questioning What Works Best: Implementing Pedagogic Innovation for Creating Teacher & Learner Autonomy in TEFL







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In a classroom action research, teacher as the main researcher starts their study based on “academic problem(s)” found in their class. The teacher collects the data by him/herself then reflects what they have done from those data. The process of collecting the data can be done through some stages or what is called “cycle (s)”. Therefore, Lodico claims that “action research typically includes several waves of data collection, reflection on the data, and trying out actions to improve one’s practice” (Lodico et al., 2010). METHOD OF THE RESEARCH This study applied a Classroom Action Research and involved 11 pre-service students of English Study Program, Faculty of Educational Sciences, Muhammadiyah University of Jakarta. These students were registered on 6th semester of academic year 2013/2014. The students were taking their Classroom Action Research subject after they had taken Educational Research Methodology subject on the 5th semester. It is a-3 credit subject with 150 minutes learning hour. The research was completed in two cycles with 3 meetings in each of the cycle. On the first cycle, each of the student was asked to find and read classroom action research of others. Others’ research results can be taken from journal, books or other sources. Each student should find different discussion. After that, the students were asked to present the reasons why the researcher did that study (background of the study), how did the researcher conducted the research, when, where, who were the sample (method of the research), and what were the results (research findings.. The presentation of the students took three meetings. From their presentation and explaination, the writer analyzed that some of the students were still confused about what they had read. Thus, some of their explaination did not really clear. Based on the analysis of this first cycle, the writer got her reflection on how to make them understood more and deeper. Then the writer briefly explained and gave feedback on their mistakes. On the second cylce, the students were asked to find and read another results of others’ classroom action research. They were required to do the same tasks as in the first cycle. At this stage, the writer also involved other students to give comments, feedback, questions and even suggestions on what their friend was presenting. The results showed a very interactive activity in which almost all the students actively engaged during the session. They were looked very enthusiastic on both criticizing their friend’s understanding and commenting research result presented by their friend.

ISBN: 978-602-1222-40-9 Ó Faculty of Letters, University Muhammadiyah Purwokerto 16-17 May 2015-Proceeding of the 7th International Conference on Teaching English as Foreign Language (COTEFL) : Questioning What Works Best: Implementing Pedagogic Innovation for Creating Teacher & Learner Autonomy in TEFL







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FINDINGS AND DISCUSSION From those cycles, it was found that the students made an excellent progress towards this subject. On the first cycle, 50% of the students reached the expectations of the writer. These students were able to tell the background of the research, how the classroom action research was being implemented by the researcher and what were the results. While another 50% of the students were still confused and not focused. On the second cycle, 85% of the students were hit the writer’s target in which they were not only able to present others’ research studies but also able to give their ideas of the strengths and the weaknesses of other studies. Another 15% of the students were still considered failed in generating the main ideas of the studies. CONCLUSION AND SUGGESTION Based on the findings above, it can be concluded that Classroom Action Research of others can be used by the students as the sources to undertand what Classroom Action Research is and how to run this research. This method is effective to improve students’ achievement even more than what the writer has targetted (the writer target after two cycles was 80%). Classroom action research can be implemented in effective and attractive ways as long as the teacher is creative enough to lead its practice. As preservice students are taught to become teachers, it is strongly suggested that the lecturer provides practice teaching rather than theoretical one. REFERENCES Kemmis, S., McTaggart, R., & Nixon, R. (2013). The action research planner : doing critical participatory action research. Singapore : Springer Singapore Linn, R. L. (2003). Accountability: Responsibility and Reasonable Expectations. Educational Researcher, 32(7), 3–13. https://doi.org/10.3102/0013189X032007003 Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research : from theory to practice. San Francisco, CA: Jossey-Bass. Mackey, A., & Gass, S. M. (2013). Second language research : methodology and design. New York: Routledge. Mettetal, Gwynn. (2000). The journal of scholarship of teaching and learning : JoSoTL. Journal of the Scholarship of Teaching and Learning (Vol. 2). Indiana University South Bend. Retrieved from https://josotl.indiana.edu/article/view/1589/1588 Reason, P., & Bradbury, H. (2005). Handbook of action research : participative inquiry and practice. Thousand Oaks: Sage.

ISBN: 978-602-1222-40-9 Ó Faculty of Letters, University Muhammadiyah Purwokerto 16-17 May 2015-Proceeding of the 7th International Conference on Teaching English as Foreign Language (COTEFL) : Questioning What Works Best: Implementing Pedagogic Innovation for Creating Teacher & Learner Autonomy in TEFL





Proceeding International Conference of Teaching English as a Foreign Language

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Perpustakaan Nasional: Katalog Dalam Terbitan (KDT) Proceeding International Conference of Teaching English as a Foreign Language All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means—electronic, mechanical, photocopying, recording or otherwise, without the written permission of University of Muhammadiyah Purwokerto Press. Khristianto, Aldias Surya Dadari [Ed.) “Questioning What Works Best: sImplementing Pedagogic Innovation for Creating Teacher and Learner Autonomy in TEFL . Proceeding of the 7th International Conference on Teaching English as Foreign Language (COTEFL) — By: Khristianto & Aldias Surya Dadari (Ed.)—Purwokerto, Central Java: Faculty of Letters, University of Muhammadiyah Purwokerto, 2015

© Faculty of Letters, University of Muhammadiyah Purwokerto, 2015 Editor : Khristianto & Aldias Surya Dadari Selection Team : Handoyo Widodo, Ph.D Santhy Hawanti, Ph.D. Rina Agustina, S.S., MApplLing. TESOL Language Editor : Titik Wahyuningsih, S.S., M.Hum. Cover Design : Aldi Layout

: Bayu, Dimas, Aldias, Vina

First Impression : May, 2015 xiv + 714 hal; 21x29cm ISBN : 978-602-1222-40-9 Printed and Published by Faculty of Letters University of Muhammadiyah Purwokwerto Jl. Raya Dukuhwaluh, Kembaran, Purwokerto, Indonesia Phone : 62-281-636751 ext 137 Fax : 62-281-637239 Website: cotefl.ump.ac.id e-mail : [email protected] Printed in the Republic of Indonesia

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Proceeding International Conference of Teaching English as a Foreign Language

PREFACE

First of all I’d like to start by saying Alhamdulillahirrabbil ‘alamin, thanks to Allah for allowing us to have The 7th International Conference on Teaching English as A Foreign Language (7th COTEFL). I wish to thank the Rector, the University of Muhammadiyah Purwokerto: DR. H. Syamsuhadi Irsyad S.H.,M.H. and the vice rectors for supporting us to have this conference. I wish to thank and congratulate the committee who has worked hard to prepare this annual activity. I’d like to thank all the keynote speakers: Bapak Anis Baswedan, Ph. D. (The Minister of Indonesian Education and Culture), Prof. James Chapman, Prof. Dr. Lindsay Miller, Assoc. Prof. Lubna Alsagof, Prof. Helena I.R Agustien, Shanty Hawanty, Ph.D., Handoyo Puji Widodo, P.h.D., and our Dean Ibu Sulasih Nurhayati. My gratitude also comes to our reviewers: Prof. Jufrizal, Rina Agustina, M.App.Ling. TESOL, Handoyo, Ph.D., Michelle Kohler, Hameed Barjesteh, Prof. Amporn Sa-ngiamwibool, Vineet Kaul, and Johana Woods for reading and sorting out lots of abstracts, to refine the best ones. I wish to thank the presenters, as you are the chosen. I wish to thank all the participants for spending your time at this COTEFL, without you all this conference will never be. We have passed a long journey to survive. It was seven years ago we started this conference with the spirit of Hari Pendidikan Nasional. We realize that education, in which the day we celebrate every May 2nd, is one of principal elements we have to pay attention to make this country a counted one. COTEFL is meant to be parts of the endeavors to achieve the goal. Surely, the people behind the education are the essence to drive the ideal education, then. In their hands, we rely on the future of our beloved country. I know I address to most of those angels, the teachers who will shape the face of the world. You are here now because you care, you want to promote your excellence, especially in English Language Teaching. The papers we received have shown us that promoting good standards need good practices. Some of you show us you have done well. Some practice humanitarian touch in which varieties of activities done. Some prepare themselves by implementing high technology as well as creating new methods. The ultimate goal is to create an ’autonomous atmosphere’ in the teaching and learning process of English in all education levels among the students and the teachers. Your ideas are the seed of higher success tree that, I believe, can protect us from the hot sun’s shine. They will grow up into big trees that give us fresh atmosphere to breathe, to live our life. I do hope our sharing ideas will exist, as we have passed it into the 7th COTEFL. Finally, with the souls of Hari Pendidikan Nasional, let’s color the education on earth. I wish you a fruitful and flying color conference. Thank you. Wassalamu ‘alaikum Wr.Wb. Khristianto, S.S., M.Hum. Chairperson Proceeding International Conference of Teaching English as a Foreign Language

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ACKNOWLEDGEMENT

Assalamu’alaikum wr. wb., This Seventh Conference on Teaching English as a Foreign Language (7 COTEFL) is monumental this year, held to commemorate the golden anniversary of the University of Muhammadiyah Purwokerto and the 15th one of Faculty of Letters. The word ‘monumental’ not only implies the spirit of gratitude for the anniversary, but also the commitment the Faculty of Letters has been making and sustaining to facilitate the development of English language learning and teaching by the conference. By the development, teaching English should be seen as growing along the growth of human culture in which the novelties of pedagogic innovations are there. Their essence not only marks the dynamic of English classrooms but also their implications on the independence of English learning process. Hence, the conference focuses on the essence of pedagogic innovations on the learner autonomy. This theme is taken into account as the best practices from the theoretical domains of teaching method in attempt to enhance the students’ self efficacy in learning and using English as a foreign language. It also suggests that the innovations should lead to the contextualization of English language from which the learner autonomy will be achieved. At last, I would like to express my gratitude to all of presenters and participants who have attended and presented the papers. The gratitude is also expressed to the committee who has worked hard and well to run the program. For all inconveniences, may we be forgiven. We will welcome you to our next conferences. th

Purwokerto, 1 April 2015 Sulasih Nurhayati, S.S., M.Hum. Dean of Faculty of Letters

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TABLE OF CONTENT

PREFACE .................................................................................................... ........................................ iii ACKNOWLEDGEMENT .................................................................................................... ............ iv TABLE OF CONTENT .................................................................................................... ................... v ADVANCING LEARNER AUTONOMY IN TEFL VIA COLLABORATIVE LEARNING George Jacobs and Tan Hui Shan .................................................................................................... ....... 1 USING PROGRESSIVE PEDAGOGIES TO ENHANCE LEARNER AUTONOMY Lindsay Miller .................................................................................................... .................................... 9 LEARNER AUTONOMY: WHEN PHILOSOPHY MEETS PEDAGOGY James W. Chapman .................................................................................................... ......................... 13 INNOVATIONS IN ELT PROGRAMME DEVELOPMENT: BUILDING STRONG FOUNDATIONS WITH LEARNER AUTONOMY Lubna Alsagoff .................................................................................................... ................................. 25 HOW SHOULD TRANSLATION COMPETENCE BE TAUGHT? A QUEST FOR A BETTER APPROACH IN TRANSLATION CLASS Condro Nur Alim .................................................................................................... ............................ 31 DESIGNING TASK-BASED SPEAKING MATERIALS USING AUTHENTIC TEXT: LEARNER AUTONOMY Abd. Rahman .................................................................................................... ................................... 37 CULTIVATING STUDENTS’ SOCIAL AWARENESS THROUGH PROJECT-BASED LEARNING IN SPEAKING CLASS Feisal Aziez .................................................................................................... ...................................... 45 THE IMPLEMENTATION OF ELEVATOR PITCH TECHNIQUE IN TEACHING AND LEARNING SPEAKING AT THE THIRD SEMESTER STUDENTS OF ENGLISH DEPARTMENT PAMULANG UNIVERSITY Eka Margianti Sagimin .................................................................................................... ................... 53 A STUDY OF CODE-SWITCHING OF TEACHER TALK ON TRAINEE TEACHER IN PPL II OF STATE UNIVERSITY OF SURABAYA Renata Kenanga Rinda .................................................................................................... .................... 60 USING COOPERATIVE LEARNING METHOD IN ENHANCING SPEAKING SKILL IN TERTIARY LEVEL Asep Hardiyanto .................................................................................................... ............................. 68 Proceeding International Conference of Teaching English as a Foreign Language

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BREAKTHROUGH IN TEACHING COMPLIMENT FOR SPEAKING CLASS FOCUSING ON STUDENTS’ ENGAGEMENT Aulia Nisa Khusnia .................................................................................................... ......................... 74 SPEAKING TEST FOR MEDICAL INTERNSHIP PROGRAM: A CONSTRUCT ANALYSIS AND TEST DEVELOPMENT Lasito.................................................................................................... ................................................ 81 LEARNING ENGLISH USING PUPPET SHOW FOR ELEMENTARY STUDENTS Idda Astia .................................................................................................... ........................................ 85 DIFFICULTIES FACED BY EFL UNDERGRADUATE STUDENTS IN SPEAKING ENGLISH (A CASE STUDY IN ONE OF THE STATE UNIVERSITIES IN BANDUNG) Khainur Jannah, Esti Puspitasari .................................................................................................... .... 90 DEVELOPING STUDENTS’ AUTONOMY IN ORAL PRESENTATIONS THROUGH PECHA KUCHA FX.RisangBaskara .................................................................................................... ........................... 95 THE CROSSROAD OF TEACHING ENGLISH PRONUNCIATION: THE CONCEPT OR THE PRACTICE RB. Edi Pramono .................................................................................................... ........................... 100 THE IMPACT OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) ON THE STUDENTS’ READING SKILL Nina Sofiana .................................................................................................... .................................. 106 PROMOTING READING-STRATEGIES BASED TRAINING FOR JUNIOR HIGH SCHOOL STUDENTS’ AUTONOMY Alfan Zuhairi, Habibatul Wazna .................................................................................................... ... 113 COMBINING STUDENT-BASED LEARNING ACTIVITIES WITH TEACHER’S ENCOURAGEMENTS TO FOSTER LEARNER AUTONOMY IN ELT Sudarsono, Lies Amin Lestari .................................................................................................... ........ 118 UNDERSTANDING STUDENTS’ WRITING PROFICIENCY THROUGH DIAGNOSTIC TEST Kurniawan Yudhi Nugroho .................................................................................................... ........... 124 ALTERNATIVE ASSESSMENTS: COMPLETING THE MISSING PUZZLE GatotPrasetyo .................................................................................................... ................................ 132 LEARNING FROM ERROR AND MISTAKE : STUDENTS’ PERCEPTION TOWARDS TEACHER’S ATTITUDE IN WRITING CORRECTION Pipit Muliyah .................................................................................................... ................................ 137 STUDENTS’ PERCEPTION ON THE SUPPORT OF THE ASSIGNMENT TO THEIR LEARNING Bayu Adi Sulistyo, Beni Rizki Setiawan ............................................................................................ 143

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THE USE OF MOVIE CLIPS TO BUILD THE CONTEXT FOR GRAMMAR INSTRUCTION IN THE EFL CLASSROOM Putri Hayu Austina .................................................................................................... ....................... 148 2R TECHNIQUE TO TEACH WRITING Benny Krisbiantoro .................................................................................................... ........................ 155 BOOSTING AUTONOMOUS LEARNING THROUGH PROJECT WORK IN DEVELOPING TEACHING MATERIALS Nur Fatimah .................................................................................................... .................................. 162 USING COMIC STRIPS AS MEDIA TO TEACH WRITING IN EFL CLASSROOM Kartika S .................................................................................................... ........................................ 167 LEARNER DIARY AS AN ALTERNATIVE WAY LEADING TO LEARNER AUTONOMY Adnan Zaid .................................................................................................... .................................... 171 THE USE OF COLLABORATIVE WRITING TO ENHANCE STUDENTS’ LEARNING AUTONOMY IN WRITING Mashlihatul Umami .................................................................................................... ...................... 178 THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE IN IMPROVING STUDENTS’ WRITING SKILL IN WRITING NARRATIVE TEXTS Cici Riksa Wiliyanti, Muhammad Bayu ............................................................................................ 185 LEARNERS’ PROBLEMS IN QUESTIONING: A PORTRAYAL OF IMPLEMENTATION OF SCIENTIFIC APPROACH IN 2013 CURRICULUM Desi Wijayanti Ma’rufah, Srihidayanti, Cici Riksa Wiliyanti .......................................................... 191 IMPROVING DESCRIPTIVE WRITING THROUGH FACEBOOK USING THE COMMUNITY OF INQUIRY (COI) MODEL TO PROMOTE LEARNERS’ AUTONOMY Eka Sugeng Ariadi .................................................................................................... ......................... 199 ELABORATING COOPERATIVE LEARNING IN E-CLASSROOM TO TRIGGER EXPRESSIVE LANGUAGE COMPETENCE Fitri Wijayanti .................................................................................................... ............................... 207 EFFECTS OF LISTENING MATERIALS FORMATS TO FOUR TARGET FACTORS OF LISTENING COMPREHENSION Bayu Hendro Wicaksono .................................................................................................... ............... 213 THE CHARACTERISTICS OF LISTENING TASKS IN SENIOR HIGH SCHOOL ELT TEXTBOOKS: A QUALITATIVE CONTENT ANALYSIS Syahara Dina Amalia, Nur Amalia .................................................................................................. 219 IMPROVING STUDENTS’ UNDERSTANDING OF SHORT STORY THROUGH RECIPROCAL TEACHING Rosita Ambarwati .................................................................................................... .......................... 225 PROCESS-BASED LEARNING AND REFLECTION JOURNAL TO PROMOTE LEARNERS’ AUTONOMY IN STYLISTIC WRITING CLASS Fransisca Kristanti .................................................................................................... ......................... 230 Proceeding International Conference of Teaching English as a Foreign Language

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COLLABORATIVE LEARNING THROUGH FEEDBACK IN EFL WRITING CLASS: AN ACTION RESEARCH Mira Nissa Murti .................................................................................................... .......................... 237 WRITING DIFFICULTIES: VARYING APPROACHES TO COPE WITH STUDENTS IN THESIS SUPERVISION Laily Martin .................................................................................................... ................................... 244 SKILLED INTERPERSONAL COMMUNICATION TO NURTURE AUTONOMOUS AND INTRINSIC ENGLISH LEARNING Adriadi Novawan .................................................................................................... .......................... 250 SUNDAY COOKING: A BREAKTHROUGH IN ENGLISH LEARNING Rizki Februansyah .................................................................................................... ......................... 257 USING PROCESS-ORIENTED STRATEGIES IN THE CLASS TO MAKE ESLLEARNING POSSIBLE Farzana Sohail .................................................................................................... ............................... 262 GENDER-BASED MATERIAL FOR RAISING STUDENTS’ MOTIVATION IN WRITING Dewi Sri Wahyuni .................................................................................................... ......................... 269 BEING AUTONOMOUS EFL LEARNERS BY THE USE OF A CORPUS A CASE STUDY OF MENTAL VERBS ACROSS GENRES IN THE LEARNING OF LEXIS AND GRAMMAR Prihantoro .................................................................................................... ...................................... 274 GENRE-BASED MATERIALS FOR TEACHING INTEGRATED COURSE OF NONENGLISH STUDENTS (AN EXPLORATIVE STUDY OF DIPLOMA STUDENTS OF HUSBANDRY FACULTY) Tuti Purwati, Dewi Kesuma Nasution .............................................................................................. 285 TEACHING LITERATURE BY TRANS-NATIONAL MIND APPROACH FOR A HIGHER EDUCATION: WHY NOT? Didik Murwantono, Destary Praptawati .......................................................................................... 292 ENGLISH TEACHERS’ MOTIVATION IN PURSUING A HIGHER DEGREE IN UNIVERSITIES AS THE IMPLEMENTATION OF THE CONCEPT OF LIFELONG LEARNING Yessy Tri Noviani, Wulandari Putri ................................................................................................. 298 LESSONS LEARNED FROM MONTHLY ENGLISH LECTURERS CLUB (ELC) PROGRAM: A CRITICAL EVALUATION Muhamad Ahsanu and Tito Ali Buana ............................................................................................. 304 ENABLING LEARNERS TO USE PEER REVIEW AS A SELF REVISION TOOL: WHAT COULD GO WRONG? Asih Santihastuti .................................................................................................... ........................... 314 STUDENT PERCEPTIONS TOWARDS PEER ASSESSMENT IN ORAL PRESENTATION Dini Hadiani .................................................................................................... .................................. 320 viii

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TOWARDS SELF-ASSESSMENT: STUDENTS’ ATTITUDE AND IMPLEMENTATION Fida Anisah, Fathin Anjani Hilman, Lestiyani Sunarto ................................................................... 327 STUDENT TEAM ACHIEVEMENT DIVISION (STAD) STRATEGY TO BUILD A COOPERATIVE LEARNING ENVORONMENT Ika Maratus Sholikhah .................................................................................................... .................. 334 PROMOTING AUTONOMY IN EFL WRITING THROUGH OUT-OF-CLASS ONLINE PEER FEEDBACK Priyatno Ardi .................................................................................................... ................................ 341 LEARNING GALLERY AS A PART OF ACTIVE LEARNING IN CROSS CULTURAL UNDERSTANDING CLASS: STUDENTS’ RESPONSES Erna Iftanti .................................................................................................... .................................... 347 INTEGRATING TECHNOLOGY AND GALLERY WALK: FOSTERING STUDENTS’ AUTONOMY Eka Wahjuningsih .................................................................................................... ......................... 353 USERS’ PERCEPTION ON ONLINE INTERACTIVE GAME-BASED INTEGRATED ENGLISH LANGUAGE LEARNING (IELL) IN INTERMEDIATE LEVEL Listyaning Sumardiyani, Laily Nur Affini, Ajeng Setyorini ............................................................. 358 THE PORTRAYAL OF FINAL TEST ASSESSMENT INSTRUMENTS MADE BY LECTURERS OF ENGLISH TEACHING DEPARTMENT VIEWED FROM BLOOM’S TAXONOMY Nuri Ati Ningsih .................................................................................................... ........................... 362 TOWARDS SELF-ASSESSMENT: STUDENTS’ ATTITUDE AND IMPLEMENTATION Fida Anisah, Fathin Anjani Hilman, Lestiyani Sunarto ................................................................... 371 THE USE OF WEBLOG WITH FACEBOOK LOGIN FOR PORTFOLIO ASSESSMENT IN AN ENGLISH WRITING CLASS: A PRACTICAL MODEL Hartono .................................................................................................... .......................................... 378 THE RELATIONSHIP BETWEEN STUDENTS’ MOTIVATION AND ENGLISH LEARNING ACHIEVEMENT IN SENIOR HIGH SCHOOL STUDENTS Khairunnisa Dwinalida, Sholeh Setiaji, Rezy Marazasi, Rusli ......................................................... 385 TEACHERS’ PERSEPTIONS ON EXTENSIVE READING AS AN AUTONOMOUS READING ACTIVITY IN EFL CLASSROOM (A SURVEY AT ONE OF UNIVERSITIES IN BANDUNG) Iman Hilmansyah .................................................................................................... .......................... 393 PRIMARY SCHOOL TEACHERS’ BELIEFS IN PROMOTING EFL STRATEGIESIN CLASSROOM PRACTICES Suciana Wijirahayu .................................................................................................... ....................... 399 FACILITATING STUDENTS’ NEEDS: HOW A TEACHER TAKES INTO ACCOUNT STUDENTS’ FACTOR IN SELECTING MATERIALS Deby Irawan, Ihsan NurIman Faris .................................................................................................. 407

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ENGLISH LEARNING KIDS ANIMATION: AN INTERACTIVE AND ENGAGING MEDIA TO PROMOTE YOUNG LEARNERS’ AUTONOMY Novika Purnama Sari .................................................................................................... .................... 413 IMPROVING ENGLISH LEARNING OUTPUTS OF YOUNG LEARNERS THROUGH CHILD-FRIENDLY STORYTELLING Sri Setyarini .................................................................................................... ................................... 418 MULTILINGUAL EDUCATION AND INTERFERENCE: WRITTEN UNGRAMMATICAL TAG-SWITCHING AMONG PRE-SERVICE TEACHERS OF ENGLISH LANGUAGE Oscar Ndayizeye .................................................................................................... ........................... 425 PREPARING GENERATION Y TO BECOME ENGLISH TEACHERS A CASE STUDY AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITASMUHAMMADIYAH YOGYAKARTA Endro Dwi Hatmanto .................................................................................................... .................... 432 ADRESSING MANAGEMENT OF CLASSROOM ENVIRONMENT BY IMPROVEMENTS OF TEACHER PREPARATION AND ESTABLISHING STUDENTS’ SELF CONTROL Fatimah Sari Siregar.................................................................................................... ...................... 438 CYBER LITERATURE: INCORPORATING IT IN LITERARY WORKS WRITING Lynda Susana Widya Ayu F, Aidatul Chusna .................................................................................. 445 DESIGNING INTERACTIVE MULTIMEDIA MATERIALS TO ENHANCE EFL STUDENTS’ ENGLISH PRESENTATION SKILLS IN TERTIARY EDUCATION Ima Normalia Kusmayanti, Florita Diana Sari ,Novie Susantie ...................................................... 450 STUDENTS’ ATTITUDE TOWARDS THE USE OF INTERNET AS A LEARNING TOOL AND THEIR PERSPECTIVE ON THE USE OF QUIPPER SCHOOL Ine Purwanti, Rizdika Mardiana .................................................................................................... ... 460 TEACHING GRAMMAR THROUGH LISTENING TASKS TO STUDENTSAT A VOCATIONAL SCHOOL IN CIMAHI RafitaTioriaSianipar, AgungGinanjarAnjaniputra, Ahmad Affandi ................................................ 467 UTILIZING YOUTUBE.COM VIA E-LEARNING OF JENDERAL SOEDIRMAN UNIVERSITY (EL-DIRU®) TO ENHANCE STUDENTS’ GRAMMAR COMPETENCE Ririn Kurnia Trisnawati, Mia Fitria Agustina, Agus Sapto Nugroho ............................................. 472 ENHANCING STUDENTS’ CRITICAL THINKING AND CONFIDENCE THROUGH INDIRECT EXPLICIT GRAMMAR INSTRUCTION (IEGI) IN LEARNING GRAMMAR Ulfatul Ma’rifah .................................................................................................... ............................. 481 DETACHED LEARNER AUTONOMY IN EXPRESSING SPEECH ACTS OPERATED IN TEACHING LEARNING CONVERSATION IN ELTI GRAMEDIA SURAKARTA Risma Ardiansyah Nugraha .................................................................................................... ......... 488 MYANMAR EFL TEACHERS’ AND ADULT LEARNERS’ PREFERENCES ON ORAL ERROR CORRECTION Khaing Mu MuZin, Steve McKee .................................................................................................... . 494 x

Proceeding International Conference of Teaching English as a Foreign Language

LEARNING ACTIVITIES IN THE ENGLISH CLASSROOM AS REFLECTED IN THE LESSON PLAN MADE BY THE ENGLISH TEACHER TO DEVELOP LEARNER AUTONOMY Avrita Ayu Kusuma Wardani, Sabanta Azmah Bil Firdausi ............................................................ 501 FACTORS AFFECTING INDONESIAN STUDENTS’ WILLINGNESS TO COMMUNICATE (A CASE STUDY IN HIGHER EDUCATION) Hesti Wijaya, Putri Amalia Rizkina .................................................................................................. 507 ESP RSEARCH TRENDS IN ASIAN CONTEXT Arpawan Jantaravipark, Amporn Sa-ngiamwibool .......................................................................... 514 CREATING FAMILIAL SETTING TO IMPROVE ENGLISH CLASS AUTONOMY Titik Wahyuningsih .................................................................................................... ....................... 522 IMPROVING STUDENTS’ UNDERSTANDING OF SHORT STORY THROUGH RECIPROCAL TEACHING Rosita Ambarwati .................................................................................................... .......................... 526 TOWARDS LEARNERS’ AUTONOMY IN LEARNING ENGLISH Santi Chairani Djonhar .................................................................................................... ................. 531 FOSTERING EFL LEARNER AUTONOMY BY IMPLEMENTING PROJECT-BASED LEARNING IN EFL CLASS Budi Setyono .................................................................................................... .................................. 538 PROMOTING LEARNER AUTONOMY IN AN EFL CLASSRROOM THROUGH PROJECT-BASED ACTIVITY (A QUALITATIVE STUDY AT THE NINTH-GRADE STUDENTS OF ONE OF JUNIOR HIGH SCHOOL IN BANDUNG) Yuyun Yuliani .................................................................................................... ............................... 544 PROMOTING LEARNER AUTHONOMY THROUGH THE PROCESS OF WRITING ASSESSMENT Erwin Rahayu Saputra .................................................................................................... .................. 545 BUILDING ENGLISH TEACHERS’ INSTRUCTIONAL ABILITY THROUGH TEACHERS’ SELF-EVALUATION AND CLINICAL SUPERVISON Dewi Cahyaningrum, Kristiandi .................................................................................................... ... 551 LEARNER’S AUTONOMY IN LANGUAGE LEARNING: A CASE STUDY OF PMPBI UNJ STUDENTS Carolina Eka Putri, Tantri Sari Safitry, Yurike Margareta .............................................................. 557 THE IMPLEMENTATION OF ENGLISH MEDIUM INSTRUCTION (EMI) FOR ECONOMICS STUDENTS IN BILINGUAL CLASS: CHALLENGES AND SOLUTIONS Inaya Sari Melati, Sandy Arief .................................................................................................... ...... 572 CLASSROOM ACTION RESEARCH IN ACTION Zaitun, Lidiyatul Izzah .................................................................................................... .................. 579 THE ACOUSTICAL QUALITY OF ENGLISH AND SUNDANESE VOWEL SOUNDS AND ITS IMPLICATION TO THE TEACHING OF ENGLISH TO THE SUNDANESE Suhendra Yusuf .................................................................................................... ............................. 583 Proceeding International Conference of Teaching English as a Foreign Language

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SENIOR HIGH SCHOOL STUDENTS’ WRITING IN COLLABORATIVE FREEWRITING AS A PREWRITING ACTIVITY Dini Mustaqima, Nida Mujahidah Fathimah ................................................................................... 589 A RESEARCH ON ERROR ANALYSIS MADE BY THE MALES AND FEMALES STUDENTS ON THE THIRD YEAR (ACADEMIC 2012) SEMESTER V AT ENGLISH DEPARTMENT IN FKIP UHN PEMATANGSIANTAR Bertaria Sohnata Hutauruk .................................................................................................... ........... 595 SEMANTIC ERROR ANALYSIS OF STUDENTS’ RECOUNT TEXT WRITING – JUNIOR HIGH SCHOOL STUDENTS Puput Jianggimahastu L.S. & Wahyu Indah Mala Rohmana ........................................................... 605 TEACHERS’ PERCEPTIONS ON LEARNER AUTONOMY: RESEARCH FINDINGS FROM INDONESIA Dwi Agustina .................................................................................................... ................................ 611 USING PRE-LISTENING ACTIVITIES AND SMALL GROUP DISCUSSION TO HELP LOW ACHIEVERS COMPREHEND BETTER Hefy Sulistyawati .................................................................................................... .......................... 620 IMPROVING SPEAKING ABILITY THROUGH COMMUNITY-BASED LEARNING Ambar Pujiyatno, Fitri Rakhmawati ................................................................................................. 625 A STUDY OF ASIAN LEARNERS’ INTENTION TO ENROLL IN ENGLISH LANGUAGE COURSES ON MOOCS Yadanar, Steve McKee .................................................................................................... ................... 630 REFLECTIVE PEDAGOGY TO ENHANCE CULTURAL AND LANGUAGE AWARENESS Harris Hermansyah Setiajid .................................................................................................... .......... 638 TEACHER VIEWS ON THE POLICY OF THE RAPID IMPLEMENTATION CHANGES OF THE CURRICULUM 2006 AND 2013 Suryanto .................................................................................................... ........................................ 643 IGNATIAN PEDAGOGY IN LITERATURE G FajarSasmitaAji .................................................................................................... ......................... 648 DESIGNING A CONTENT ANALYSIS CRITERIA RUBRIC FOR THE 2013 CURRICULUM-BASED TEXTBOOKS Elok Putri Nimasari .................................................................................................... ....................... 654 SERVICE DELIVERY MODELS OF ENGLISH IN PRIMARY SCHOOL: A STUDY ON THE IMPLEMENTATION OF CURRICULUM 2013 Puji Sumarsono .................................................................................................... .............................. 661 PEDAGOGIC EXCHANGE STRUCTURES OF AN ENGLISH CURRICULUM GENRE IN INDONESIAN UNIVERSITY CONTEXT Sunardi .................................................................................................... .......................................... 670

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Proceeding International Conference of Teaching English as a Foreign Language

THE EFFECTIVENESS OF USING A BLIND CROSSWORD GAME: AMODIFIED ‘SCRABBLE AND CROSSWORD PUZZLE’ IN TEACHING VOCABULARY Afi Ni’amah, Masriatus Sholikhah, Ima Chusnul Chotimah, ........................................................... 678 MOTIVATING YOUNG LEARNERS THROUGH THE INTEGRATION OF LANGUAGE TEACHING AND VIRTUE Venus Karnsopol,AmpornSa-ngiamwibool ....................................................................................... 683 CROSSWORD PUZZLE; AN ALTERNATIVE BRIDGE TO BUILD INDEPENDENT LEARNERS Cici Riyani .................................................................................................... ..................................... 693 DESIGNING PROJECT BASED LEARNING WITH MULTIMEDIA IN X GRADE WRITING CLASSROOM Diah Fakhmawati .................................................................................................... .......................... 700 STUDENTS’ PERSPECTIVE TOWARD MULTIPLE-INTELLIGENCES BASED GAME IN LEARNING VOCABULARY Muhamad Bayu, Wulandari Putri .................................................................................................... 709

Proceeding International Conference of Teaching English as a Foreign Language

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